Giving proof and summarising an argument

English

Justifying an opinion

Making points and explanations in a debate

Learning the roles in a debate and making a rebuttal

Making and responding to points of information

Preparing for a debate

Writing notes to support delivering a speech in a debate

Judging and scoring a debate

In ‘Introduction to Debate’, the pupils learn to justify their opinions with reasoning. In the Year 5 unit ‘Persuasive letter writing’, the pupils will build on this by using their justification skills to make a persuasive argument. 

In ‘Speeches’, pupils learned how to articulate and justify answers, arguments and opinions, using a set structure to support them.  In this unit, they will build on that skill by learning how to prepare and participate in debates.

In this unit, pupils develop their understanding of debating conventions, including justifying, making points, giving proof, summarising, responding, judging and scoring a debate. Pupils learn how best to prepare for a debate and how to write notes to deliver a speech during a debate.

Introduction to debate

Complete this sentence. Once a speaker has delivered their point and explanation, they should then move on to their ...

something that is real, factual and cannot be disputed.

Finish this sentence. Proof can be defined as ...

Telling a short story from their own life experience would work well in a speaker's proof. What is another name for these types of stories?

Which **two** of these ideas could be used as proof in a speaker's argument?

To briefly convey the main points of the argument.

What is the purpose of the 'summary' part in the PEPS structure?

What is the acronym for the structure to follow when making a speech in a debate?

To tell the audience one reason for your opinion.

To summarise your argument for the audience.

What is the purpose of the 'point' in the PEPS structure?

To give the audience facts and figures that support an opinion.

To give the audience a summary of the whole argument.

To give the audience more detail about why the speaker has a certain opinion.

Why is there an 'explanation' part in the PEPS structure?

Which **three** of these techniques may help a speaker to persuade the audience to agree with their opinion?

An audience like you may find this hard to understand...

An audience like you might not agree with me...

An audience like you will certainly understand my argument...

Which of these could be used as an example of flattery in an argument?

A question that the audience already knows the answer to.

A question that does not require an answer.

A question that the speaker answers themselves.

Giving proof and summarising an argument

Lesson outcome